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In the deregulated public sector upper secondary school field in Oslo, Norway, turnover among teachers is found to be high. The purpose is to examine whether instrumental practices like control-oriented HRM, performance appraisal and heteronomy directly or indirectly lead to turnover intention, as a crucial pre-stage to turnover. Another purpose is to examine whether this varies with feedback format.

The present study is based on a survey (N = 1,055) carried out among upper secondary school teachers in Norway. Data were analyzed with path analysis, and mediation and moderation analyses were performed.

The study shows that control-oriented HRM, PA dissatisfaction and heteronomy are antecedents to turnover intention for teachers receiving feedback in three different feedback formats. The effect of control-oriented HRM and PA dissatisfaction on turnover intention was generally not stronger among numerically rated than among those rated otherwise. For most feedback format groups, leader–member exchange mediated between turnover intention and PA dissatisfaction and heteronomy, respectively, but not between turnover intention and control-oriented HRM. For teachers rated with text, figures or colors, LMX moderated between control-oriented HRM and turnover intention.

The paper advances that introduction of instrumental practices will be seen as breaches of the psychological contract, but this does not apply to all feedback format groups, for example those receiving numerically rating. Limitations involve self-reported measures, direction of causality issues and a relatively low sample size for some groups.

Practitioners should note that both control-oriented HRM, performance appraisal and little autonomy may cause teachers to consider leaving their jobs. Practitioners should also be aware of the importance of the relationship between employee and leader, as negative responses to instrumentality may work through the leader–employee relationship, leading to turnover intention and, possibly, turnover.

The present study is among the first to examine whether and how antecedents to turnover intention vary with feedback format. A rare interaction between HRM and LMX is uncovered. Few other studies have analyzed the relationship between instrumental practices and turnover intention in light of psychological contract theory.

The purpose of this paper is to evaluate intrinsic factors associated with student teachers’ intentions to integrate technology during their first year of teaching in elementary school classrooms.

The researchers surveyed 103 undergraduate teacher candidates who had completed student teaching. The survey measured five factors derived from three inter-related theoretical models. A four-step hierarchical multiple regression analysis determined the contribution of each variable (value beliefs, self-efficacy beliefs, perceived ease of use, and subjective norm) to the prediction of intentions.

The best predictors were subjective norm and perceived ease of use, which predicted 65 percent of the variance in intentions. Student teachers tended to anticipate using technology in their future classrooms when they perceived that significant others expected them to do so and thought that it would be relatively easy to accomplish. Most believed that technology integration would be effective and were confident that they could accomplish it; however, their value and self-efficacy beliefs were not the best predictors of their intentions to integrate technology in elementary classrooms.

This study contributes to the literature on modeling technology acceptance in education. The model developed is unique compared to those presented in related studies. The results provide insight into factors associated with elementary preservice teachers’ intentions to integrate technology and highlight the close association between intentions and subjective norm at a crucial transition point in new teacher development.

The purpose of this paper is to identify what job‐related, individual, and profession‐related variables cause the intention to quit teaching among the early career teachers, especially teachers of Ethiopia.

Quit intentions were measured adapting the scale developed by Mueller and Lawler, and 11 profession‐related and person‐related job variables were measured by author‐developed and literature‐derived scale items on a five‐point Likert scale, along with five status variables. Data were analyzed from a sample of 308 early career teachers belonging to secondary and preparatory schools of Addis Ababa, Ethiopia.

An alarming 53 per cent sample expressed high quit intention whereas only 13 per cent teachers showed low quit intentions. Choice satisfaction (accounting 44 per cent variance), availability of other job opportunities (23 per cent variance), perceived status (15 per cent variance), and self‐accountability (13 per cent variance) emerged as predictor variables. None of the five status variables emerged as significant predictors. Commitment to teaching profession was not a significant predictor, suggesting the two concepts independent of each other.

Providing freedom of choice at entry level to teaching profession coupled with enhancing rigour in pre‐service education was suggested as major steps required for decreasing high‐level quit intentions.

Education policy needs to be such that for preparation of teachers of secondary and preparatory level, pre‐service teacher education students should have attained maturity of adulthood with a minimum academic attainment of a post‐undergraduate level or a post‐graduate level. This is to enable early career teachers to handle adolescence‐level school students by being equipped with better skills learned during pre‐service teacher education.

The results are pertinent not only to Ethiopia but also to any less developed or a developing country, where “catch them early” policy is followed for pre‐service education and where less rigorous pre‐service education exists.

This paper aims to explore the key factors which influence whistleblowing intentions of teachers working with higher education institutions (HEIs) in India. Both internal and external whistleblowing intentions of the HEI teachers are studied by examining their relative intentions to report a potential wrongdoing to the authorities within the management of the institution and to the external statutory bodies. The reporting intentions of the HEI teachers are measured through the use of three vignettes related to academic frauds. Whistleblowing intentions are proposed to be determined by the individual, organizational and situational factors.

Survey method of descriptive research design has been used to obtain the primary data regarding the individual, organizational and situational variables deemed to influence HEI teachers’ internal and external whistleblowing intentions. A self-administered structured questionnaire is used as survey instrument for primary data collection. The respondents’ internal and external whistleblowing intentions are measured through the use of three vignettes related to academic frauds. Non-parametric tests such as Mann–Whitney U test, Kruskal–Wallis test and Spearman correlations have been used to test the research hypotheses.

The study has found that the HEI teachers are more likely to blow the whistle internally if there is a proper communication channel in their organization for reporting wrongdoings. However, they do not hesitate to blow the whistle externally in the absence of internal reporting channel, especially in those cases of wrongdoings where they perceive the cost of reporting to be high. The high status of the wrongdoer and high costs of reporting discourage the teachers to blow the whistle internally. However, if the wrongdoer holds a very powerful position in the organization, then the teachers prefer to report his wrongdoing to external agencies as they are afraid of the likely negative repercussions of reporting against him internally. In case of serious wrongdoings, the teachers intend to blow the whistle within the organization rather than going to external agencies probably because they do not want to spoil the image of their organization in the external world.

The first limitation is that because of the unavailability of pre-tested vignettes in the context of academic frauds, the study has used three vignettes which have been developed on the basis of few case studies. Second, the results showed the existence of social desirability bias across all the three vignettes. Also, the study has been conducted among teaching professionals; therefore, the findings cannot be generalized to the professionals of other sectors.

The findings of the study may bring awareness to the board of management of HEIs, regarding the importance of whistleblowing in their educational institutions. They should encourage the teachers working with their institutions to report the wrongdoings internally as external reporting may cause damage to their institute’s reputation. Proper reporting mechanisms should be designed and shared with the employees as a part of institutional culture.

The Whistle Blowers Protection Act passed by the Parliament of India in 2011 should be amended to include the private sector employees, especially the teachers working in higher education sector. This will encourage the HEI teachers to report the academic frauds fearlessly which will put a serious check on the growing number of frauds and wrongdoings in the education sector.

Previous research studies have discussed the factors influencing whistleblowing intentions in the context of various non-academic organizations. However, existing research has not adequately provided a better understanding of the influencing factors of whistleblowing intentions in higher education sector. The present paper addresses this gap by empirically examining the key factors which influence HEI teachers’ intentions of blowing the whistle and reporting the wrongdoings occurring in their institutions, in Indian context. An attempt has been made to identify the influencing factors of both internal and external whistleblowing intentions by using three different vignettes related with academic frauds.

This study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.

The proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.

(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.

This study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.

The present study aimed to examining the association between work–family conflict and turnover intention by exploring the mediating effect of job satisfaction and the moderating effect of perceived organizational support on preschool teachers in China.

A survey of 827 preschool teachers was conducted, and the data were analyzed using correlation analysis, hierarchical linear regression and path analysis with a structural equation model.

The results revealed that work–family conflict was significantly and positively associated with preschool teachers' turnover intention. Job satisfaction partially mediated the relationship between work–family conflict and turnover intention, while perceived organizational support moderated the association between work–family conflict and job satisfaction, thus mitigating the negative impact of work–family conflict on job satisfaction.

These findings contribute to the understanding of turnover among preschool teachers and suggest the need to enhance perceived organizational support to promote job satisfaction and reduce turnover in this profession.

The purpose of this paper is to investigate the mediating role of prosociality, which is defined in terms of helping and benefitting others, between teacher collaboration and their turnover intentions. Prosociality was measured as prosocial impact and prosocial motivation.

This study was conducted through a cross-sectional survey of 260 elementary and junior high school teachers in Japan. A structural equational model was employed to examine the mediating roles of prosocial impact and prosocial motivation in the relationships between teacher collaboration and their turnover intention.

The results, first, supported the hypotheses: the high perception of teacher collaboration in school predicted high perceived prosocial impact; high perceived prosocial impact predicted high perceived prosocial motivation; and high perceived prosocial motivation predicted decreased turnover intention. Second, results supported partial mediating roles of prosocial impact and prosocial motivation between teacher collaboration and turnover intention.

Limitations of this study include cross-sectional data that may limit the potential for causal inferences, and self-report data. Future studies should incorporate alternative designs.

Results indicate that teacher collaboration contributes to less teacher turnover intention via prosociality. Thus, to enhance teachers’ prosocial impact, more opportunities to realise their collaboration should be considered.

This is the first study to explore the relationships between teacher collaboration and turnover intention in educational organisations with prosociality, which resides as core goals and objectives of teachers.

The purpose of this paper is to investigate the role of employee engagement and work–life balance in perceived supervisor support and turnover intentions relationship.

The perception of teachers on the constructs considered has been assessed by a survey using a structured questionnaire. Data were collected from the teachers of private schools of Punjab, India, and 375 were valid number of responses. Parallel multiple mediated regression was used to estimate the direct and indirect effects of perceived supervisor support on turnover intentions mediated through employee engagement and work–life balance.

The results reveal that the effect of perceived supervisor support on turnover intentions is indirect rather than direct. On the comparison of specific indirect effects, the results demonstrate that employee engagement and two dimensions of work–life balance (work interference with personal life and work–personal life enhancement) act as mediators in the perceived supervisor support and turnover intentions relationship.

School principals need to draft teacher-friendly policies for enhancing work–life balance and employee engagement so that teachers can feel satisfied with their work and can handle work and family demands. In this way, positive perceptions associated with high engagement and work–family balance can take place, which in turn can curtail the turnover intentions of teachers.

The use of employee engagement and work-life balance in the relationship of perceived supervisor support and turnover intentions is unprecedented. The study also considered three different dimensions of work–life balance and tested the model in an integrative manner. Since the study is based on an Indian sample, it also adds to growing literature on turnover intentions in nonwestern countries. The results are of great value to school managements, HR managers and policymakers who are seeking to develop practices that reduce employee turnover at workplaces.

The purpose of this paper is to examine how the direct and indirect factors of the elaborated theory of planned behaviour (TPB) relate to teachers’ intentions and use of technology in teaching.

The current study attempted to provide an understanding of teachers’ beliefs and intentions to use technology in teaching, and their influence on behaviours by applying and elaborating Ajzen’s TPB, a widely applied model for investigating social behaviour.

The elaborated TPB model was found to be a marginally fitting model in predicting and explaining intention and behaviour. The model explained only 17 per cent of variance in intention and 13 per cent in use of technology. Teacher’s use of technology in teaching was predicted by intention and perceived behavioural control (PBC); and intention was predicted by attitude towards the technology and PBC. Subjective norms made weak prediction on intention. The TPB model of direct factors explained 25 per cent of variance in intention and 16 per cent in use of technology.

This study takes a theoretical modelling approach, based on a survey assessing psychological variables (such as teachers’ beliefs, attitudes, and perceptions) to explain teachers’ technology use in the classroom. The theoretical approach of this study is new within studies of computer technology use, which have normally been limited to reporting user demographic characteristics and/or factors influencing its use among users. This study attempted to develop measurement models that might be replicated by other researchers interested in the influencing factors for teachers’ technology use in education.

The purpose of this paper is to verify the moderating effects of school category based on the self-determination theory (SDT) in cloud-based virtual learning environment (VLE) acceptance.

Two phases of national surveys were conducted using a random sampling technique. The research model was tested empirically using 608 samples of primary and secondary school teachers.

The full model supports significant effects of autonomy, competence, and relatedness on trust, knowledge sharing attitude and behavioral intention except the autonomy-attitude and relatedness-behavioral intention relationships. In primary school, 61, 24.1, 52.1, and 41.1 percent of variances whereas, in secondary school, 57.4, 31.5, 48.6, and 37.5 percent of variances in instructional effectiveness, behavioral intention, knowledge sharing attitude, and trust in VLE website were explained. There are significant moderating effects of category of school in all causal relationships except the autonomy-knowledge sharing attitude relationship.

There are several useful theoretical and practical implications for scholars and practitioners including Ministry of Education, FrogAsia, etc.

The findings may enhance education quality for societal change.

Unlike most studies which focused on TAM, UTAUT, etc., this study investigated the effects of SDT on attitude in sharing knowledge, trust in website and instructional effectiveness. Instead of studying gender differences, this study examined the school category differences.